ANCC NPD-BC flashcards
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32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- NPD practitioner roles
- NPD practitioners serve as educators, facilitators, consultants, change agents, leaders, researchers, and advocates who support learning and professional growth across healthcare settings.
- Learning needs assessment
- A systematic process that identifies gaps between current and desired knowledge, skills, or attitudes using performance data, surveys, competency assessments, and regulatory requirements.
- Competency validation
- Confirmation that a learner can integrate knowledge, skills, and abilities in practice, often through direct observation, return demonstration, simulation, or written testing.
- Knowledge gap vs system gap
- Education addresses knowledge or skill deficits; system barriers such as unclear policies or inadequate staffing require process improvement or environmental fixes rather than education alone.
- NPD scope of practice
- NPD practice spans clinical, academic, and community settings and focuses on learning, competency, and professional development for nurses and the healthcare team.
- Ethical NPD practice
- NPD practitioners protect learner confidentiality, disclose conflicts of interest, present accurate content, and respect learners’ dignity, autonomy, and diversity.
- Adult learning assumption
- Knowles’s adult learning theory holds that adults are self-directed, experience-rich, problem-centered, and motivated by relevance to their roles and immediate needs.
- ADDIE model
- Instructional design framework with five phases: analysis, design, development, implementation, and evaluation; evaluation informs revisions across all phases.
- SMART objective
- A learning objective that is specific, measurable, achievable, relevant, and time-bound, using observable action verbs aligned with the intended level of learning.
- Bloom’s taxonomy
- A hierarchical classification of cognitive learning outcomes from remembering and understanding through applying, analyzing, evaluating, and creating; used to write matched objectives and assessments.
- Kirkpatrick levels
- Four evaluation levels: reaction, learning, behavior, and results; level 3 assesses transfer to practice and level 4 assesses organizational impact.
- Formative evaluation
- Evaluation conducted during program development or delivery to monitor learning and improve instruction before the final outcome is judged.
- Summative evaluation
- Evaluation at the end of a program that judges achievement of objectives and overall effectiveness, often using tests, demonstrations, or satisfaction surveys.
- Method-objective match
- Knowledge objectives suit lecture, reading, or quizzes; psychomotor objectives require simulation or return demonstration; attitude objectives suit case discussion or role play.
- Lewin change model
- Three-stage change model: unfreeze current behavior, implement change, then refreeze new practices so they become stable and embedded.
- Kotter eight steps
- Change framework beginning with urgency and coalitions, then vision, communication, empowerment, short-term wins, consolidation, and anchoring changes in culture.
- ADKAR model
- Change model with five outcomes: awareness, desire, knowledge, ability, and reinforcement; used to diagnose individual readiness and adoption barriers.
- Transformational leadership
- Leadership style using idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration to raise motivation and performance.
- Stakeholder analysis
- Process of identifying people or groups affected by a change and assessing their influence, interests, and support to plan communication and engagement.
- Change readiness
- Assessment of organizational and individual capacity for change, including perceived need, resources, leadership support, and potential resistance.
- PICO question
- Evidence-based practice question format: population, intervention, comparison, and outcome; used to guide literature searching and appraisal.
- Five A’s EBP
- Steps: ask a clinical question, acquire evidence, appraise evidence, apply evidence with expertise and patient preferences, and assess outcomes.
- Levels of evidence
- Hierarchy ranking evidence by design strength; systematic reviews and randomized controlled trials generally rank above cohort, case-control, and expert opinion.
- PDSA cycle
- Quality improvement method with four steps: plan a change, do it on a small scale, study the results, and act to adopt, adapt, or abandon.
- Root cause analysis
- Structured retrospective method to identify underlying system factors contributing to an adverse event and recommend prevention strategies.
- Just culture
- Safety culture that distinguishes human error, at-risk behavior, and reckless behavior, supporting learning and accountability rather than blame.
- Benner novice to expert
- Model describing skill acquisition from novice through advanced beginner, competent, proficient, and expert, with experts relying on intuitive grasp.
- Preceptor role
- A preceptor models practice, coaches, facilitates learning, and evaluates competence during orientation or clinical training in real care settings.
- Mentorship
- Developmental relationship in which an experienced person provides guidance, support, and career advice; it differs from preceptorship’s competency-focused supervision.
- Interprofessional education
- When learners from two or more health professions learn with, from, and about each other to improve collaboration and patient outcomes.
- Constructive feedback
- Specific, timely, behavior-focused feedback that describes observed performance and its impact, then invites planning for improvement.
- Shared governance
- Decision-making structure giving nurses and interprofessional staff voice in policies and practice through councils and collaborative leadership.